Professional Identity of an Early Childhood Black Teacher in a Predominantly White School: A Case Study-Reference-Cited by-同舟云学术

Professional Identity of an Early Childhood Black Teacher in a Predominantly White School: A Case Study

Published:2017-03-20 Issue:3 Volume:23 Page:242-257
ISSN:1357-5279
Container-title:Child Care in Practice
language:en
Short-container-title:Child Care in Practice

Author:

Al-Khatib Amal J.¹,Lash Martha J.²

Affiliation:

1. Department of Child Education, Queen Rania Faculty of Childhood, Hashemite University, Zarqa, Jordan

2. School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, OH, USA

Publisher

Informa UK Limited

Subject

Community and Home Care,Pediatrics,Developmental and Educational Psychology,Education,Health (social science),Pediatrics, Perinatology and Child Health

Link

https://www.tandfonline.com/doi/pdf/10.1080/13575279.2016.1188766

Reference43 articles.

1. Negotiating a Teaching Identity: An African American Teacher's Struggle to Teach in Test-Driven Contexts

2. Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives

3. Understanding teacher identity: an overview of issues in the literature and implications for teacher education

4. Reconsidering research on teachers’ professional identity

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